Citizen Science

Ruíz-Mallén, Isabel; Riboli-Sasco, Livio; Ribrault, Claire; Heras, María de la O Cortón de las; Laguna, Daniel; Perié, Leïla

doi:10.1177/1075547016642241

Cited by 56 publications

(31 citation statements)

References 13 publications

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“…The students described multiple ways that participation led to an increase in their interest and resulted in diverse learning outcomes. Our findings are also in line with previous studies that highlight the potential of participating in citizen science projects during school time as a way of increasing personal interest in science (Hiller and Kitsantas 2014; Ruiz-Mallén et al 2016).…”

Section: Discussionsupporting

confidence: 92%

“…Citizen science can involve lifelong participation and sophisticated research skills, or it can be short-term with no specific skills required to participate (Shirk et al 2012). Public participation in science has been suggested to lead to a better understanding of science and scientific processes and foster positive attitudes towards science (Ruiz-Mallén et al 2016; Phillips et al 2018; Bonney et al 2016). Furthermore, the research literature suggests that doing research in one’s own near environment (i.e., environment in which a person lives or works) nurtures positive attitudes toward the environment, and specifically the studied species (McKinley et al 2017; Ballard, Dixon, and Harris 2017).…”

Section: Introductionmentioning

confidence: 99%

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Combining formal education and citizen science: A case study on students’ perceptions of learning and interest in an urban rat project

Aivelo

Huovelin

2020

Preprint

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Citizen science is a valuable tool in environmental and formal education in creating scientific knowledge for the researchers and facilitating learning and fostering a positive relationship toward the environment and study species. We present a case study on the Helsinki Urban Rat Project in which students surveyed rat occurrence in their own near environments. According to our results, experientiality, involvement, meaningfulness, freedom to choose, ease of participation, and the rats themselves contributed to students’ increased interest in participation. Furthermore, students described diverse factual, conceptual, procedural, and metacognitive knowledge that they acquired during their participation. In general, students described negative attitudes toward rats, but they described fewer negative views on rats after participation. We reflect on the success of the citizen science project and implications of planning a future citizen science project and incorporating citizen science in formal education.

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Section: Discussionsupporting

confidence: 92%

Section: Introductionmentioning

confidence: 99%

Combining formal education and citizen science: A case study on students’ perceptions of learning and interest in an urban rat project

Aivelo

Huovelin

2020

Preprint

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“…Unexpectedly, we found that such checks are necessary even for data acquired by professional scientists. It must be kept in mind that thrill, motivation, and self-confidence are keys to school children engagement with science and with practical scientific activities 20,37 . Our findings that school children did no worse than untrained professional scientists in collecting ecological data (here, in estimating insect herbivory) can strengthen their confidence and help them gain motivation and a positive attitude toward science in general.…”

Section: Discussionmentioning

confidence: 99%

Can school children support ecological research? Lessons from the‘Oak bodyguard’citizen science project

Castagneyrol

Valdés‐Correcher

Bourdin

et al. 2019

Preprint

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Scientific knowledge in the field of ecology is increasingly enriched by data acquired by the general public participating in citizen science (CS) programs. Yet, doubts remain about the reliability of such data, in particular when acquired by school children. We built upon an ongoing CS program -Oak bodyguards -to assess the ability of European schoolchildren to accurately estimate the strength of biotic interactions in terrestrial ecosystems. We used standardized protocols to estimate predation rates on artificial caterpillars and insect herbivory on oak leaves and compared estimates made by school children, trained and untrained professional scientists (with no or limited expertise in predation or herbivory assessment). Compared to trained scientists, both schoolchildren and untrained professional scientists overestimated predation rates, but assessments made by the latter were more consistent. School children overestimated insect herbivory, as did untrained professional scientists. Thus, raw data acquired by school children participating in CS programs cannot be used and require several quality checks. However, such data are of no less value than data collected by untrained professional scientists and can be calibrated for bias.

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“…Both studies provided an overview of the current situation of citizen science from a research context point of view. Regarding the aim of this work, Follet and Strezov [20] analyse the classification of [29] who identifies a type of citizen science projects developed as education projects that are often performed in the classroom or school grounds as part of the science curriculum, such as [30][31][32][33].…”

Section: Related Workmentioning

confidence: 99%

Technological Ecosystems in Citizen Science: A Framework to Involve Children and Young People

García‐Holgado

García-Peñalvo

Butler³

2020

Sustainability

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Young people are distinguished as a social group with the capacity to drive new behaviours and understandings in today's society. However, most young people consider that people in charge of decision-making processes are not addressing their concerns. The WYRED project proposes a framework for citizen science based on a technological ecosystem to promote the transfer of perspectives, ideas, and knowledge among young people and decision-makers on issues related to the digital society. The work goal is to analyse the model proposed through a citizen science case study centred in identifying the ideas and opinions of children and young people between 7 and 30 years old, concerning gender stereotypes on the Internet. A total of 69 children and young people from Belgium, Italy, Spain, Turkey, Ukraine, and the United Kingdom have interacted for two weeks in a private space guaranteed by the defined ecosystem. The results of the analysis of the interaction between young people and facilitators (with different profiles: educators, researchers and decision-makers) demonstrate that the use of technological ecosystems to sustain the development of citizen science projects allows for the improvement of knowledge transfer processes between children and young people with stakeholders, as well as the analysis of these processes.

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Citizen Science

Cited by 56 publications

References 13 publications

Combining formal education and citizen science: A case study on students’ perceptions of learning and interest in an urban rat project

Combining formal education and citizen science: A case study on students’ perceptions of learning and interest in an urban rat project

Can school children support ecological research? Lessons from the‘Oak bodyguard’citizen science project

Technological Ecosystems in Citizen Science: A Framework to Involve Children and Young People

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